Abstract This paper provided new theoretical insight into the pertinent benefits and limitations of applying the UK Equality Act (2010) in relation to dyslexia. The analysis captures a dichotomy in framing and interpreting dyslexia. Moreover, if dyslexia is conceptualised as a disability, access to legal protection, reasonable adjustments, and educational provision can be sought. However, by aligning dyslexia in this way, as a medical or educational need, this catalyses ableist narratives. In the wake of this, concepts of normalisation and standardised ways of operating can fortify structural hierarchies of normativity. Moreover, the paradox of disability classification impacts self‐efficacy; how individuals negotiate whether or not to disclose they have dyslexia. In the final analysis, this paper argued for clearer policy guidance and effective support without reinforcing stigma or marginalisation.
Beckett et al. (Tue,) studied this question.